Top

Journal of Science Education and Technology

Published in:

01-02-2014

A Meta-analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features

Author: Lin Zhang

Published in: Journal of Science Education and Technology | Issue 1/2014

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Educators design and create various technology tools to scaffold students’ learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to different technology features? And how can pieces of qualitative and quantitative results be integrated to achieve a broader understanding of technology designs? To address these issues, this paper proposes a meta-analysis method. Detailed explanations about the structure of the methodology and its scientific mechanism are provided for discussions and suggestions. This paper ends with an in-depth discussion on the concerns and questions that educational researchers might raise, such as how this methodology takes care of learning contexts.

previous article A Controlled Evaluation of a High School Biomedical Pipeline Program: Design and Methods

next article Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Available only for authorised users

Menard (1995) explained, “Usually, the results of backward elimination and forward inclusion methods of stepwise linear regression will be the same, but when they differ, backward elimination may uncover relationships missed by forward inclusion” (p. 55).

As Hosmer and Lemeshow (1989) and Menard (1995) argued, stepwise selections are helpful tools for exploratory research. Menard (1995) noted that they are helpful especially when the number of cases are small relative to the number of explanatory variables suggested by the literature.

The large parameter estimate is caused by a quasi-complete separation detected between the outcome variable Y and the predictor variable X. It is a common issue in logistic regression and indicates that the outcome variable can be perfectly predicted by the problem variables. Allison (2008) suggested leaving the problem variable in the model as it is useful to reveal the relationship and parameter estimates for other variables are still valid.

Allison PD (2008) Convergence failures in logistic regression. In: Paper presented at the SAS Global Forum 2008 Conference, San Antonio, Texas

Anderson T, Shattuck J (2012) Design-based research: a decade of progress in education research? Educ Res 41(1):16–25

Annetta LA, Cheng M-T, Holmes S (2010) Assessing twenty-first century skills through a teacher created video game for high school biology students. Res Sci Technol Educ 28(2):101–114CrossRef

Barab S (2006) Design-based research: a methodological toolkit for the learning scientist. In: Sawyer RK (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 153–168

Barab S, Squire K (2004) Design-based research: putting a stake in the ground. J Learn Sci 13(1):1–14CrossRef

Birchfield D, Megowan-Romanowicz C (2009) Earth science learning in SMALLab: a design experiment for mixed reality. Int J Comput Support Collab Learn 4(4):403–421CrossRef

Brown AL (1992) Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. J Learn Sci 2(2):141–178CrossRef

Butler KA, Lumpe A (2008) Student use of scaffolding software: relationships with motivation and conceptual understanding. J Sci Educ Technol 17(5):427–436CrossRef

Caspersona JM, Linn MC (2006) Using visualizations to teach electrostatics. Am J Phys 74(4):316–323CrossRef

Clark D, D’Angelo C, Menekse M (2009) Initial structuring of online discussions to improve learning and argumentation: incorporating students’ own explanations as seed comments versus an augmented-preset approach to seeding discussions. J Sci Educ Technol 18(4):321–333CrossRef

Collins A (1992) Toward a design science of education. In: Scanlon E, O’Shea T (eds) New directions in educational technology. Springer, New York, pp 15–22CrossRef

Collins A, Joseph D, Bielaczyc K (2004) Design research: theoretical and methodological issues. J Learn Sci 13(1):15–42CrossRef

Davis EA (2000) Scaffolding students’ knowledge integration: prompts for reflection in KIE. Int J Sci Educ 22(8):819–837CrossRef

de Vries E, Lund K, Baker M (2002) Computer-mediated epistemic dialogue: explanation and argumentation as vehicles for understanding scientific notions. J Learn Sci 11(1):63–103CrossRef

Dori YJ, Sasson I (2008) Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: the value of bidirectional visual and textual representations. J Res Sci Teach 45(2):219–250CrossRef

Ebenezer JV (2001) A hypermedia environment to explore and negotiate students’ conceptions: animation of the solution process of table salt. J Sci Educ Technol 10(1):73–92CrossRef

Ebenezer J, Kaya ON, Ebenezer DL (2011) Engaging students in environmental research projects: perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. J Res Sci Teach 48(1):94–116CrossRef

Edelson DC (2002) Design research: what we learn when we engage in design. J Learn Sci 11(1):105–121CrossRef

Edelson DC, Gordin DN, Pea RD (1999) Addressing the challenges of inquiry-based learning through technology and curriculum design. J Learn Sci 8(3/4):391–450

Geier R, Blumenfeld PC, Marx RW, Krajcik JS, Fishman B, Soloway E et al (2008) Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. J Res Sci Teach 45(8):922–939CrossRef

Hosmer DW, Lemeshow S (1989) Applied logistic regression. Wiley, New York

Huppert J, Lomask SM, Lazarowitz R (2002) Computer simulations in the high school: students’ cognitive stages, science process skills and academic achievement in microbiology. Int J Sci Educ 24(8):803–821CrossRef

Kim MC, Hannafin MJ, Bryan LA (2007) Technology-enhanced inquiry tools in science education: an emerging pedagogical framework for classroom practice. Sci Educ 91(6):1010–1030CrossRef

Linn M (2003) Technology and science education: starting points, research programs, and trends. Int J Sci Educ 25(6):727–758CrossRef

Mayer RE (2003) Learning environments: the case for evidence-based practice and issue-driven research. Educ Psychol Rev 15(4):359–366CrossRef

Menard S (1995) Applied logistic regression analysis. Sage Publications, Thousand Oaks, CA

Mistler-Jackson M, Songer N (2000) Student motivation and Internet technology: are students empowered to learn science? J Res Sci Teach 37(5):459–479CrossRef

Moss DM (2003) A window on science: exploring the JASON project and student conceptions of science. J Sci Educ Technol 12(1):21–30CrossRef

National Research Council (2002) Scientific research in education. National Academy Press, Washington, DC

National Research Council (2011) A framework for K-12 science education: practices, crosscutting concepts, and core ideas, Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, DC

Oliver K (2009) An investigation of concept mapping to improve the reading comprehension of science texts. J Sci Educ Technol 18(5):402–414CrossRef

O’Neill DK (2001) Knowing when you’ve brought them in: scientific genre knowledge and communities of practice. J Learn Sci 10(3):223–264CrossRef

Parnafes O (2007) What does “fast” mean? Understanding the physical world through computational representations. J Learn Sci 16(3):415–450CrossRef

Parr CS, Jones T, Songer NB (2004) Evaluation of a handheld data collection interface for science learning. J Sci Educ Technol 13(2):233–242CrossRef

Pine J, Aschbacher P, Roth E, Jones M, McPhee C, Martin C et al (2006) Fifth graders’ science inquiry abilities: a comparative study of students in hands-on and textbook curricula. J Res Sci Teach 43(5):467–484CrossRef

Puntambekar S, Stylianou A, Goldstein J (2007) Comparing classroom enactments of an inquiry curriculum: lessons learned from two teachers. J Learn Sci 16(1):81–130

Quintana C, Reiser BJ, Davis EA, Krajcik J, Fretz E, Duncan RG et al (2004) A scaffolding design framework for software to support science inquiry. J Learn Sci 13(3):337–386CrossRef

Rogers Y, Price S (2008) The Role of mobile devices in facilitating collaborative inquiry in situ. Res Pract Technol Enhanc Learn 3(3):209–229CrossRef

Sandoval WA, Reiser B (2004) Explanation-driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Sci Educ 88(3):345–372CrossRef

Shavelson RJ, Phillips DC, Towne L, Feuer MJ (2003) On the science of education design studies. Educ Res 32(1):25–28

Shin E (2006) Using Geographic Information System (GIS) to improve fourth graders’ geographic content knowledge and map skills. J Geogr 105(3):109–120CrossRef

Slavin RE (2002) Evidence-based education policies: transforming educational practice and research. Educ Res 31(7):15–21

Slotta JD, Linn MC (2009) WISE science: web-based inquiry in classroom. Teachers College Press, New York, NY

Songer NB, Lee H-S, Kam R (2002) Technology-rich inquiry science in urban classrooms: what are the barriers to inquiry pedagogy? J Res Sci Teach 39(2):128–150CrossRef

Songer NB, Lee H-S, McDonald S (2003) Research towards an expanded understanding of inquiry science beyond one idealized standard. Sci Educ 87(4):490–516CrossRef

Stieff M, Wilensky U (2003) Connected chemistry—incorporating interactive simulations into the chemistry classroom. J Sci Educ Technol 12(3):285–302CrossRef

Tolentino L, Birchfield D, Megowan-Romanowicz C, Johnson-Glenberg MC, Kelliher A, Martinez C (2009) Teaching and learning in the mixed-reality science classroom. J Sci Educ Technol 18(6):501–517CrossRef

Waight N, Abd-El-Khalick F (2007) The impact of technology on the enactment of inquiry in a technology enthusiast’s sixth grade science classroom. J Res Sci Teach 44(Generic):154–182

Wallace RM, Kupperman J, Krajcik J, Soloway E (2000) Science on the web: students online in a sixth-grade classroom. J Learn Sci 9(1):75–104CrossRef

Williams M, Linn MC (2002) WISE inquiry in fifth grade biology. Res Sci Educ 32:415–436CrossRef

Title: A Meta-analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features
Author: Lin Zhang
Publication date: 01-02-2014
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 1/2014
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-013-9460-x

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 1/2014

Urban High School Students’ IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program

Undergraduates’ Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs

Closing the Gap Between Attitudes and Perceptions About ICT-Enhanced Learning Among Pre-service STEM Teachers

Scientific Investigations of Elementary School Children

Enhancing Students’ Learning Process Through Self-Generated Tests

Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

Premium Partners